Teacher Latifa Ouchene (29) of the Tabor College teaches economy and people & society. Rather than simply standing in front of the class, she records instructional films that students can watch at their own pace at home or at school. In this way students find it easier to absorb the material and it gives Latifa more time to give them personal attention.
In front of the class
Latifa grew up with the traditional teaching method of standing in front of the class, explaining the material and hoping, and expecting, that the students will absorb it. However, during the four years that she’s been teaching she has been increasingly diverging from this method. Latifa: “Nowadays, I approach it from a more goal-oriented perspective,” she explains. “I ask myself what should the students have learned after my lesson. And what do I need to do to realise my goals? In such a context it’s not always necessary to stand in front of the class to tell your story. If I were to do only that, I don’t think I’d realise those goals.”
After attending an inspirational meeting of the Leerling 2020 project, Latifa has started using Screen cast-o-matic, a tool for recording instructional videos. “To my great surprise, it won the attention of the students and they watched the videos. I also noticed that it seems to suit them. I asked the students for feedback as to where there might be room for improvement and which parts don’t really work. And this helped me to further improve the films.”
Thanks to the use of these videos, Latifa now has more time in the classroom. “Now, during an instructional moment, I no longer demand the attention of all the students. Some students are very good at independently digesting theory. At the beginning of a lesson, I first try to obtain some insight into which of the students will need additional instruction and which ones can work independently. I do this by asking test questions or giving a sort of quiz, for example, often using digital tools such as Kahoot, Socrative and LessonUp. If the students can answer the questions, they will be capable of working independently if they want to. If not, they can participate in the instruction group.”
Latifa recognises the benefit of using Screen-cast-o-matic in the students’ results. “The test results of weaker students, in particular, improved because I was able to devote more time to working with students on an individual basis.” This now motivates Latifa: “I feel a continuous need to do it all better and I’m always looking for what’s necessary to achieve this. At the moment I think the answer lies in digital tools.”
Latifa uses Screen-cast-o-matic, for which Leerling 2020 has compiled a brief guide. Basically, it’s a so-called kick-starter that gives teachers step-by-step help on its use in the classroom.
Check out the Screen-cast-o-matic kick-starter